Evidence Gap Maps on Online Learning Elements in Meta-Analytic Studies

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Online Learning Across Contexts (Table 1)

Abstract

There has been an increase in the number of meta-analyses in online learning. This systematic review on online learning in meta-analytic studies utilized evidence gap map (EGM) analysis to synthesize different online learning elements, learning outcomes and methodology elements. EGMs were created for 158 effect sizes that were extracted from 13 studies following the screening and evaluation of the first-order meta-analyses on online learning. The analysis revealed a predominant focus on cognitive outcomes and the element of course design and facilitation. Discipline has a medium effect on affective outcomes, while course duration impacts both cognitive and affective outcomes moderately. Student interaction affects cognitive outcomes moderately as well.

Authors

• Florence Martin, North Carolina State University

• Carl Westine, University of North Carolina - Charlotte

• Ting Sun, University of Utah

• Tong Wu, Riverside Insights